Pre-test to Post-test
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This graph displays class averages of topic pre-tests and topic post-tests. After looking at this graph, I could see that for every test my class improved their scores from the pre-test to the post-test. After further analyzing this data, each individual student of mine grew from their pre-test to their post-test. This shows me that my students all benefited from the individualized instruction that was provided in the math workshop model. I was also able to derive from the data the increase of student achievement as the implementation process went on. The first topic, topic 11, that my students studied during the action research was subtracting my tens and ones. My students were able to show a 29% increase in their knowledge from the pre-test to the post-test. The last topic, topic 14, my students learned during this implementation was using data from real graphs. My students showed a 52% achievement increase from pre-test to post-test. I attribute this significant increase to both their familiarity with the math workshop model and how it works, and with their ability to take their new knowedge from previous topics and apply it to later topics. My students needed to be able to use number sense to determine how to read graph data. They were able to successful due to the knowledge they received during differentiated instruciton and specific practice provided throughout the math workshop model.
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Data Analysis
Student Interviews
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I decided to interview my twenty four first grade students before I started implementing the math workshop model. I wanted to get a clearer understanding of what strategies my students used to solve math problems. Due to my students' AIMSweb math fact fluency scores, I wanted to get an idea of what strategies my students were using during the assessment. Therefore, I could spend some time during my guided instruction to help teach effective strategies that would allow them to solve problems more confidently and in a shorter amount of time.
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As shown in the graph, at first many of my students used their fingers to solve the problems asked of them during the AIMSweb math fact fluency assessment. While this is a useful strategy, there are others that can allow students to find the answer quicker and in a more specific way. The other strategy that some of my students answered to was counting on. This is another accurate way to solve problems, but there are others that are more effective. My hope was that I would see a shift in the graph from fingers, to more counting on and mental math to solve these problems.
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At the end of the seven weeks, I interviewed my twenty four students again and asked them what strategy they had used to solve each problem during the AIMSweb assessment. The answers differed in the way that I hoped they would! It showed that 22 of my 24 students could add and subtract without having to use their fingers! Those 22 were able to solve problems using the strategy counting on or by using mental math. This showed me that my students became more fluent with their math facts and the other strategies to help them improve their fluency. I believe the decrease is use of fingers is due to the amount of exposure to new strategies students received during differentiated math rotations.
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AIMSWeb Data
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My students took AIMSWeb testing in the fall and spring semesters. As shown in the graph, I had only half of my students meet the goal score in the fall for math fact fluency in 1-digit numbers. Math fact fluency in 1-digit numbers is when students can add and subtract numbers between 0 and 9. 12 of my students were able to do this successfully so I knew that this was an area my students needed extra support in. After my student interviews, I was also able to determine that with so many of my students using their fingers to solve problems, this was also effecting their timed AIMSWeb data.
My students took the same format of AIMSWeb testing in the spring, after the implementation of math workshop. This time, 20 of my students passed the math fact fluency AIMSWeb test! I believe this growth is due to my students exposure to new strategies during the math workshop model. I was able to use the interview data to figure out what needed to be taught to my students to make them successful. Due to differentiated math groups and purposeful instruction to students at their own level, my students were all able to grow in their ability to add and subtract numbers quickly and efficiently. The practice they received during their math units allowed them to practice these skills in every day use and become more confident in their abilities. I believe that without the math workshop model, I would not have been able to help all of my students grow. Using differentiation, student achievement increase in math fact fluency and number sense.
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